A STUDY ON THE EMOTIONAL TRIGGERS OF TEACHERS IN TRAINING: MATHEMATICAL REDEMPTION
Main Article Content
Abstract
This article presents an exploratory study on the affective experiences of future teachers. It examines a population of primary school students who recount past negative emotions related to mathematics and either continue to experience negative emotions about teaching mathematics (absence of mathematical redemption) or develop positive emotions about teaching mathematics (mathematical redemption). The research aimed to identify the triggering situations that influence the desire for mathematical redemption, either fostering or hindering it. In this study, future teachers' responses to the Teachers’ Attitude Toward Mathematics and Its Teaching (TAMT) test were analyzed using the Theory of Cognitive Structure of Emotions (OCC Theory). The study first identified the presence or absence of mathematical redemption and then explored causal connections between triggering situations and the desire for mathematical redemption.
Downloads
Metrics
Article Details

This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
References
Ansolabehere, K., Cortés, F., Martínez, L. & Zaremberg, G. (Eds.). (2018). Diseños
de investigación: Metodología en tesis de ciencias sociales. FLACSO México.
Behar, R. (1990). Rage and redemption: Reading the Life Story of a Mexican Marketing
Woman. Feminist Studies, 16(2), 223-258.
Bibby, T. (2002). Shame: an emotional response to doing mathematics as an adult and a
teacher. British Educational Research Journal, 28(5), 705-721.
https://doi.org/10.1080/0141192022000015543
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.).
Routledge. https://doi.org/10.4324/9780203029053
Coppola, C., Di Martino, P., Pacelli, T. & Sabena, C. (2012). Primary teachers’ affect: a
crucial variable in the teaching of mathematics. Nordic Studies in Mathematics Education,
(3,4), 107-123. http://ncm.gu.se/wpcontent/uploads/2020/06/17_34_107124_coppola.pdf
Coppola, C., Di Martino, P., Pacelli, T. & Sabena, C. (2013a). Primary teachers’ beliefs and
emotional disposition towards mathematics and its teaching. Quaderni di ricerca en
didattica, 23(1), 217-226. https://arpi.unipi.it/retrieve/e0d6c926-8070-fcf8-e053-
d805fe0aa794/2013_DiMartino%26al-CIEAEM65.pdf
Coppola, C., Di Martino, P., Pacelli, T. & Sabena, C. (2013b). Inside teachers’ affect
teaching as an occasion for math-redemption. En M. S. Hannula, P. Portaankorva-Koivisto,
A. Laine, & L. Näveri. (Eds.), Proceedings of MAVI 17 Conference (pp. 203-215).
https://iris.unito.it/bitstream/2318/147560/1/2013_Coppola%26al-MAVI18.pdf
Di Martino, P., Coppola, C. Mollo, M., Pacelli, T. & Sabena, C. (2013). Pre-service primary
teachers’ emotions: the math-redemption phenomenon. En Lindmeier, A. y Heinze, A.
(Eds.), Proceedings of the 37th Conference of the International Group for the Psychology
of Mathematics Education (Vol. 2, pp. 225-232). PME.
https://arpi.unipi.it/retrieve/e0d6c92c-1ebb-fcf8-e053-d805fe0aa794/2013_PME37.pdf
Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement Emotions in
Germany and China a Cross-Cultural Validation of the Academic Emotions QuestionnaireMathematics. Journal of Cross-Cultural Psychology, 38(3), 302-309.
https://doi.org/10.1177/0022022107300276
García, M. & Martínez, G. (2018). Investigación sobre emociones en la clase de
matemática. En Dolores, C., Martínez, G., García, M., Juárez, J. y Ramírez J. (Eds.)
Investigaciones en dominio afectivo en matemática educativa (pp.19-38). Notabilis
Scientia.
Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: becoming a
primary mathematics teacher. Oxford Review of Education, 33(4), 469-487.
https://doi.org/10.1080/03054980701451090
Ilany, B. (2022). Why I Chose to Become a Mathematics Teacher? — An Analysis of the
Motivations behind the Choice of Profession Based on Gender, Seniority, and Age of
Students. Creative Education, 13, 183-202. https://doi.org/10.4236/ce.2022.131013
Kaasila, R., Hannula, M.S., & Laine, A. (2012). “My personal relationship towards
mathematics has necessarily not changed but …” analyzing preservice teachers’ mathematical identity talk. International Journal of Science and Mathematics Education,
, 975–995. https://doi.org/10.1007/s10763-011-9308-x
Mandt, H. M. (2021). Prospective Mathematics Teachers´ Emotions and Identity.
Mathematics Teacher Education and Development, 23(2), 24-41.
https://eric.ed.gov/?id=EJ1307194
Marbán, J. M., Palacios, A. & Maroto, A. (2020). Enjoyment of teaching mathematics
among pre-service teachers. Mathematics Education Research Journal, 33, 613-629.
https://doi.org/10.1007/s13394-020-00341-y
Ochoa, D., & Rothstein-Fisch, C. (2021). Stressed, Anxious, and Scared: How Early
Childhood Educators Feel About Math. Journal of Mathematics Education, 13(2), 81-93.
https://doi.org/10.26711/007577152790072
Ortony, A., Clore, G. & Collins, A. (1988) The Cognitive Structure of Emotion,
Contemporary Sociology. https://doi.org/10.2307/2074241g
Pair, J., & Dinh, K. (2022). Happiness in Mathematics Education: The Experiences of
Preservice Elementary Teachers. Journal of Humanistic Mathematics, 12(1), 98-117.
https://doi.org/10.5642/jhummath.202201.07
Pals, J. L. (2006). Constructing the "Springboard Effect": Causal Connections, Self,
Making, and Growth Within the Life Story. In D. P. McAdams, R. Josselson, & A. Lieblich.
(Eds.), Identity and story: Creating self in narrative (pp. 175-199). American Psychological
Association. https://doi.org/10.1037/11414-008
Pérez-Torres, B. Y., & García-González, M. S. (2024). Un estudio de la redención
matemática en docentes mexicanos. Educación Matemática, 36(3), 65-86.
https://doi.org/10.24844/EM3603.03
Wilson, S. (2018). Understanding math anxiety in pre-service teachers through a qualityof-life framework. International Journal of Child, Youth and Family Studies. 9(4), 168-187.
https://doi.org/10.18357/ijcyfs94201818646
Zembylas, M. (2005). Beyond teacher cognition and teacher beliefs: the value of the
ethnography of emotions in teaching. International Journal of Qualitative Studies in
Education, 18(4), 465-487. https://doi.org/10.1080/09518390500137642